ASSESSMENT EVALUATION 1
Assessment Evaluation: Behavioral, Remediation, or Intervention
Christopher Williams
School of Education, Liberty University
ASSESSMENT EVALUATION 2
Analysis of PDD Behavior Inventory
Summary of Assessment
The PDD Behavior Inventory is a checklist that the parent or a teacher that knows the
student that may have a persuasive developmental disorder according to the diagnostic criteria of
the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American
Psychiatric Association [APA], 1994).8The test kit contains a manual complete with normative
scoring tables, parent and teacher rating forms and scoring sheets, and profile sheets that can be
used with either form (Cohen & Sudhalter, 2017). The PDD Behavior Inventory is for children
ages 1 ½ years-old to 12 ½ years old. Both of the forms can be in standard or extended form.
Each form consists of a demographic questionnaire section. The questionnaire can be scored
manually or electronically. The standard form can take up to 20-30 minutes to finish. The
extended form can take up to 30-45 minutes to finish with an additional 15-20 minutes for
scoring on each form. The PDD Behavior Inventory provides scores for Autism composite
scores and discrepancy scores for the deficits and abilities of a student (Cohen & Sudhalter,
2017). Children that have characteristics of being on the autism spectrum are assessed by the
deficits. Some of domains that are included are Sensory/Perceptual Approach Behaviors,8Social
Pragmatic Problems, and Aggressiveness (extended).
Strengths and Weaknesses of the Assessment
The strength of the assessment are that it is user friendly that can be used to screen for autism.
Another strength is the data is helpful when making intervention decisions. The weakness of the
assessment is that the paperwork can be overwhelming. The demographic data can be a little
much for as well at times the clinician has to sit down with the parent and go through all the
paperwork.
ASSESSMENT EVALUATION 3
Justification and Use of the Assessment
It ia tool that helps determine if a child is on the autism spectrum disorder. It also gives
data for the Adolescent Normative Data Manual Supplement. The assessment is used for a
diagnostic measure and more as an aid for assessing growth in a targeted area following
intervention or for assisting with placement decisions, staffing ratios, evaluating educational
programs.
ASSESSMENT EVALUATION 4
Name of Instrument #1 PDD Behavior Inventory
Author(s) of Instrument #1 Ira Cohen & Vicki Sudhalter
Date of Publication 1999-2017
Publisher Psychological Assessment Resources, Inc.,8
1. Describe the subtests (e.g., learning areas)
Measure response to invention, autism spectrum disorder.
2. Describe the age range.
1 ½ to 12 ½
3. State the purpose of the instrument.
Designed to assist in the assessment of children and adolescents who have been diagnosed
'with any one of the previously identified pervasive developmental disorders, now identified as
autism spectrum disorder
4. Describe the examiner qualifications.
Must meet certain training qualifications.
5. Describe the available scores.
Standard alpha coefficents.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
adequate reliability, constructive validity
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
IS user-friendly inventory that can be used as part of a battery of tests and interviews to screen
for autism spectrum disorder.
8. State the approximate administration and scoring time.
30-45 minutes for administration of extended forms; 20-30 minutes for administration of
standard forms.
9. Describe features of the scoring procedures that are well designed and easy to follow.
Scores: 61 (parent form), 59 (teacher form): 34-36 Approach/Withdrawal Problems scores:
10. Explain this instrument’s adaptation for students with limited English proficiency
None.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
Score for autism disorder
12. Describe the adaptation of the instrument for use with children who have special
needs.
Click or tap here to enter text.
13. Describe the strengths of the instrument.
Easy to use and user friendly.
14. State any weaknesses of the instrument.
Paperwork can be a bit much.
15. Additional comments, information, and observations:
Click or tap here to enter text.
ASSESSMENT EVALUATION 6
Analysis of Developmental Behavior Checklist 2
Summary of Assessment
The Developmental Behavior Checklist 2 (DBC2) is a rating scale that assesses
emotional and behavioral difficulties in individuals with intellectual and developmental
disabilities (IDD) (Elliott, Anthony, DiPerna, Lei, & Gresham, 2020). It consists of three forms:
The DBC2-P for parents and caregivers of individuals ages 4 to 18, the DBC2-T for teachers of
individuals ages 4 to 18, and the DBC2-A for adults who are rating other adults ages 18 and
older. There are two versions of the assessment: a child version and a adult version. The child
version: The five subscales are Disruptive, Self-Absorbed, Communication Disturbance,
Anxiety, and Social Relating. The adult version: The subscales are Disruptive, Communication
and Anxiety Disturbance, Self-Absorbed, Depressive, and Social Relating.8The DBC2 is
administered electronically and there is not a time limited, but is usually completed in 20
minutes.
Strengths and Weaknesses of the Assessment
The strengths of the assessment is that it consists of three forms that can
give a more accurate results. The assessment is not timed allowing
participants to take their time. The weaknesses of the assessment is that th
forms can be mis interpretered at times.
Justification and Use of the Assessment
The assessment is designed to assess emotional and behavioral problems in children,
adolescents, and adults who have intellectual and developmental disability. It also can be use to
as a checklist for a child and their development.
ASSESSMENT EVALUATION 8
Name of Instrument #2 Developmental Behavior Checklist 2
Author(s) of Instrument #2 Kylie Gray, Bruce Tonge, Stewart Einfeld, Christian
Gruber, Amber Klein
Date of Publication 2018
Publisher Western Psychological Services
1. Describe the subtests (e.g., learning areas)
Disruptive, Self-Absorbed, Communication Disturbance, Anxiety, Social Relating.
2. Describe the age range.
4 and older
3. State the purpose of the instrument.
Designed to assess emotional and behavioral problems in children, adolescents, and adults
who have intellectual and developmental disability.
4. Describe the examiner qualifications.
Training in evaluating assessments is required.
5. Describe the available scores.
Raw scores, T scores, and ranges of concern are provided for the Total Score and the
subscales. A 95% confidence interval and clinical cutoff score are provided for the Total
Score.8
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
Standardize, coefficient alpha, test-retest stability, and cross-informant agreement
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
Electronically administer and scored
8. State the approximate administration and scoring time.
Untimed but usually takes 20 minutes
9. Describe features of the scoring procedures that are well designed and easy to follow.
All T scores are plotted on a chart.
10. Explain this instrument’s adaptation for students with limited English proficiency
N/A
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
N/A
12. Describe the adaptation of the instrument for use with children who have special
needs.
N/A
13. Describe the strengths of the instrument.
Can be very accurate when using the correct form.
14. State any weaknesses of the instrument.
Can be hard to interpreter at times.
15. Additional comments, information, and observations:
Click or tap here to enter text.
ASSESSMENT EVALUATION 10
Analysis of Functional Behavior Assessment
Summary of Assessment
The Functional8Behavior Assessment8(FBA) of Bullying is a comprehensive package of
assessment methods and recording forms to monitor chronic bullying behavior and
evaluate the function of a student’s chronic bullying behavior (Jenson, et
al., 2017). The goal of the assessment is to understand the development of
interventiona that can be use for implementation and monitoring in a school setting. The
assessment can be administered by competent professional or team of professionals
(Jenson, et al., 2017). There are three required components of the
assessment the Core Checklist, Summary Core Checklist, and Behavior Intervention
Plan. The age group for this assessment is for students K-12. The time to take the
assessment is done in 15 minute intervals through direct observations.
Strengths and Weaknesses of the Assessment
The strengths of the assessment is that it provides and helps teachers and staff to support the
child and implement interventions to change the behavior. The weakness of the assessment is
that differing levels of specification of the concerned behaviours may result in inconsistent data.
Justification and Use of the Assessment
It is designed as a series of assessment tools for bullying behavior' leading to 'evidence-
based interventions for students who exhibit bullying behavior and who may themselves be
ASSESSMENT EVALUATION 11
targets of bullying. To help identify and quantify a number of factors–rates of bullying, student
and staff attitudes towards bullying, different types of bullying occurring, and more—in order to
address them.
ASSESSMENT EVALUATION 12
Name of Instrument #3 Functional Behavioral Assessment of Bullying
Author(s) of Instrument #3 William Jenson, Jessica Sprick, Cristy Coughlin, Elaine
Clark, Julie Bowen, Randy Sprick
Date of Publication 2017
Publisher Ancora Publishing
1. Describe the subtests (e.g., learning areas)
Core Checklist, the Summary Core Checklist, and the Behavior Intervention
2. Describe the age range.
K-12
3. State the purpose of the instrument.
Designed as a series of assessment tools for bullying behavior leading to evidence-based
interventions for students who exhibit bullying behavior and who may themselves be targets of
bullying.
4. Describe the examiner qualifications.
Administrators, counselors, and other personnel that are trained and licensed.
5. Describe the available scores.
Add the total of each maintaining variable for the total score and the divide the total score by 4
for the mean score.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
No psychometric data
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
Easy to use
8. State the approximate administration and scoring time.
15 minutes intervals
9. Describe features of the scoring procedures that are well designed and easy to follow.
Click or tap here to enter text.
10. Explain this instrument’s adaptation for students with limited English proficiency
N/A
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
Can help them undertand what is going on with their behavior
12. Describe the adaptation of the instrument for use with children who have special
needs.
Can assess any disclipine issues
13. Describe the strengths of the instrument.
Objective due to being observed in a actul setting,
14. State any weaknesses of the instrument.
complexed
15. Additional comments, information, and observations:
Click or tap here to enter text.
ASSESSMENT EVALUATION 14
Analysis of
Summary of Assessment
The Social Skills Improvement System Social Emotional Learning Brief Scales (SSIS
SELb) assess social-emotional competency of children (Jenson, et al., 2017). The Social Skills
Improvement System Social Emotional Learning Brief Scales8can be used alone or be used to
include mental health. The age group is from 3-18 and can be administered individually or in a
group. Social Emotional Learning is a framework on helping students learn and manage their
emotions, how to use empathy, solve problems, and make responsible decisions. Social Skills
Improvement System Social Emotional Learning Assessment provides a strengths-based
assessment of children’s SEL skills. The forms are attentive to current measurement practices.
Strengths and Weaknesses of the Assessment
The assessment allows students to recognize, label, manage, and understand emotions of
themselves and others. It can improve a student’s academics, mental health, equity, and build
resilience. The weakness of the assessment is that the data collected is that privacy rights can
pose a major risk. Another weakness is that it is hard for some schools to include and accept it
into the school curriculm.
Justification and Use of the Assessment
It is designed to evaluate and improve social emotional learning (SEL) skills and to
identify children and adolescents who may be experiencing emotional behavior concerns. The
idea of Social Emotional Learning allows schools to support their students social emotional
development in addition to their academic skills.. Social Emotional Learning can also help curve
the impacts of poverty among children.
ASSESSMENT EVALUATION 16
Name of Instrument #4 SSIS™ SEL Brief Scales and SSIS™ SEL Brief + Mental
Health Scales
Author(s) of Instrument #4 Stephen Elliot, Christopher Anthony, James DiPerna, Wa-
Pui Lei, Frank Gresham
Date of Publication 2020
Publisher SAIL CoLab, Inc
1. Describe the subtests (e.g., learning areas)
Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible
Decision-Making
2. Describe the age range.
3-18
3. State the purpose of the instrument.
To evaluate and improve social emotional learning (SEL) skills and to identify children and
adolescents who may be experiencing emotional behavior concerns.
4. Describe the examiner qualifications.
Trained qualified teachers, counselors, and educators.
5. Describe the available scores.
measures the social-emotional competencies of individuals and groups of students.8
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
alpha coefficients ranged from .80 to .83 for Internalizing Concerns and from .75 to .828
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
Can be user friendly and kid friendly
8. State the approximate administration and scoring time.
30-40 minutes
9. Describe features of the scoring procedures that are well designed and easy to follow.
20 items questionaire
10. Explain this instrument’s adaptation for students with limited English proficiency
N/A
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
Create and maintain social support are often a product of low social awareness and
underdeveloped social skills and difficulties in keeping up in conversations with peers.
12. Describe the adaptation of the instrument for use with children who have special
needs.
To provide the social support that may be needed for children.
13. Describe the strengths of the instrument.
Improves academic performance, improves mental health, promotes resilency, and
14. State any weaknesses of the instrument.
Implicit bias, hard to have in school curriculum.
15. Additional comments, information, and observations:
Click or tap here to enter text.
ASSESSMENT EVALUATION 18
References
Cohen, I., & Sudhalter, V. (2017). PDD Behavior Inventory [Including 2017 Manual
Supplements: Adolescent Normative Data and Autism Spectrum Disorder Decision
Tree]. The twenty-first mental measurements yearbook.
Elliott, S., Anthony, C., DiPerna, J., Lei, P.-W., & Gresham, F. (2020). SSIS™ SEL Brief Scales
and SSIS™ SEL Brief + Mental Health Scales. Scottsdale. Retrieved from The twenty-
second mental measurements yearbook.
Gray, K., Tonge, B., Einfeld, S., Gruber, C., & Klien, A. (2021). Developmental Behavior
Checklist 2. The twenty-first mental measurements yearbook. .
Jenson, W., Sprick, J., Coughlin, C., Clark, E., Bowen, J., & Sprick, R. (2017). Functional
Behavior Assessment of Bullying Acronym: . Eugene: Ancora Publishing.
